EUB213 Inclusive Practices for Diverse Learners
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB213 |
|---|---|
| Equivalent(s): | LCB005 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $3,324 |
| International unit fee | $4,224 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | EUB213 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCB005 |
| Coordinator: | Glenys Mann | glenys.mann@qut.edu.au |
Overview
This unit will cover the fundamental concepts underpinning inclusive education and your obligations under national legislation with emphasis on evidence-based universal strategies for use in inclusive classrooms. This unit focuses on why, when and how to make adjustments for diverse students including those with complex learning profiles (disabilities), in partnership with parents/carers and in collaboration with teacher aides and external professionals. The unit aims to build your pedagogical agility and ethical practice for creating safe and supportive inclusive learning environments for all students. It will enhance your responsiveness to the learning strengths, rights and requirements of diverse students and your knowledge of quality differentiated teaching practice and adjustments for teaching diverse students in inclusive classrooms.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain policy and educators' legal obligations for implementing inclusive practices for diverse learners including students with disability.
- Discuss and analyse fundamental concepts and theoretical perspectives underpinning inclusive education for diverse learners with a focus on students with disability.
- Apply and reflect on evidence-based universal strategies and adjustments to include diverse learners in supportive, caring, inclusive, and positive learning environments.
- Plan ways to collaborate effectively with parents/carers and professional networks, with a focus on those who have children with disability.
- Communicate professionally, ethically and respectfully about disability and inclusive education.
Content
In this unit, you will learn about:
- the evolution of inclusive education;
- the fundamental concepts underpinning inclusive culture, policy and practice in education settings;
- educators' obligations under international and national legislation and policy for inclusion;
- development and characteristics of learners with disabilities and/or gifts and talents and how these may affect learning;
- how to address the common barriers to the engagement and participation of diverse learners, including those with complex learning profiles;
- quality differentiated teaching practices to facilitate curriculum access and the specific learning needs of students across the full range of abilities;
- supplementary, substantial and extensive adjustments to teach students with complex learning profiles; and
- a broad range of strategies for involving parents/carers in the educative process in a sensitive, respectful and at times, confidential manner.
Learning Approaches
In this unit you will learn through engaging in the following:
- Recorded lectures;
- Weekly readings;
- Online activities including discussion forums;
- Recorded conversations with guest speakers including professionals from the field;
- Individual and small group tutorial activities related to the application of unit content and preparation for assessment items; and
- Authentic assessment tasks for applying your scholarly knowledge of the unit content in real-world scenarios.
Feedback on Learning and Assessment
In this unit, formative and summative feedback will be provided as follows:
- Feedback from your peers and your tutor on formative tasks leading to summative assessment items;
- Written, timely and constructive feedback from your tutor on your assessment items; and
- Formative self-assessment through online quizzes with automated feedback.
Assessment
Overview
There are two assessment tasks in this unit:
1. Professional Development resource - you will explain your understanding of policy and legislation in a professional development resource for educators.
2. Portfolio - you will analyse frameworks and theories, and apply evidence-based strategies and adjustments to inclusive environments in your portfolio. In your portfolio you will also demonstrate your ability to communicate professionally about disability and inclusive education.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Development Resource
You will create a professional development resource that can be used in schools to inform educators of theory, frameworks, legislation and policy related to inclusive education. The resource will also explain how these can be applied in the classroom with a focus on students with disability.
The resource will be presented as a short video. It will need to engage the audience and include professional and respectful communication of disability and inclusive education.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Portfolio
You will undertake a range of activities across the unit and present some of these as portfolio tasks.
Portfolio tasks will enable you to demonstrate your understanding of ways to include diverse students, with a focus on disability.
The activities will include:
- considering development and characteristics (physical, social and intellectual) of students in planning
- identifying potential barriers to achieve successful outcomes for diverse students
- applying evidence-based universal design and differentiated teaching practice
- implementing (i) supplementary, (ii) substantial or (iii) extensive adjustments
- consulting with students
- collaborating with parents/carers and relevant professionals in effective, sensitive and confidential ways, and
- drawing on relevant theory, frameworks and relevant policy and legislation relating to inclusive education
You will be expected to communicate professionally and respectfully about disability and inclusive education.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Graham, L.J., (Ed). (2023). Inclusive education for the 21st century: Theory, policy and practice (2nd ed.). Routledge.
Recommended text(s)
Ashman, A. (Ed.). (2019). Education for inclusion and diversity (6th ed.). Pearson.
Other
QUT Reading List as advised.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Portfolio - Understand how students learn
Relates to: Professional Development Resource, Portfolio - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Professional Development Resource, Portfolio - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Professional Development Resource, Portfolio - Strategies to support full participation of students with disability
Relates to: Professional Development Resource, Portfolio
3 Professional Practice: Plan for and implement effective teaching and learning
- Use teaching strategies
Relates to: Professional Development Resource, Portfolio - Engage parents/carers in the educative process
Relates to: Professional Development Resource, Portfolio
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Professional Development Resource, Portfolio - Maintain student safety
Relates to: Professional Development Resource, Portfolio
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Portfolio
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Portfolio - Comply with legislative, administrative and organisational requirements
Relates to: Professional Development Resource, Portfolio - Engage with the parents/carers
Relates to: Portfolio - Engage with professional teaching networks and broader communities
Relates to: Portfolio
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED59 Bachelor of Education (Secondary)
- Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
Relates to: ULO1, Professional Development Resource, Portfolio - Scholarly: Consider the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Professional Development Resource, Portfolio - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Portfolio - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO4, Portfolio - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Professional Development Resource, Portfolio - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Professional Development Resource, Portfolio
Unit Outline: Semester 1 2024, Online
| Unit code: | EUB213 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCB005 |
Overview
This unit will cover the fundamental concepts underpinning inclusive education and your obligations under national legislation with emphasis on evidence-based universal strategies for use in inclusive classrooms. This unit focuses on why, when and how to make adjustments for diverse students including those with complex learning profiles (disabilities), in partnership with parents/carers and in collaboration with teacher aides and external professionals. The unit aims to build your pedagogical agility and ethical practice for creating safe and supportive inclusive learning environments for all students. It will enhance your responsiveness to the learning strengths, rights and requirements of diverse students and your knowledge of quality differentiated teaching practice and adjustments for teaching diverse students in inclusive classrooms.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain policy and educators' legal obligations for implementing inclusive practices for diverse learners including students with disability.
- Discuss and analyse fundamental concepts and theoretical perspectives underpinning inclusive education for diverse learners with a focus on students with disability.
- Apply and reflect on evidence-based universal strategies and adjustments to include diverse learners in supportive, caring, inclusive, and positive learning environments.
- Plan ways to collaborate effectively with parents/carers and professional networks, with a focus on those who have children with disability.
- Communicate professionally, ethically and respectfully about disability and inclusive education.
Content
In this unit, you will learn about:
- the evolution of inclusive education;
- the fundamental concepts underpinning inclusive culture, policy and practice in education settings;
- educators' obligations under international and national legislation and policy for inclusion;
- development and characteristics of learners with disabilities and/or gifts and talents and how these may affect learning;
- how to address the common barriers to the engagement and participation of diverse learners, including those with complex learning profiles;
- quality differentiated teaching practices to facilitate curriculum access and the specific learning needs of students across the full range of abilities;
- supplementary, substantial and extensive adjustments to teach students with complex learning profiles; and
- a broad range of strategies for involving parents/carers in the educative process in a sensitive, respectful and at times, confidential manner.
Learning Approaches
In this unit you will learn through engaging in the following:
- Recorded lectures;
- Weekly readings;
- Online activities including discussion forums;
- Recorded conversations with guest speakers including professionals from the field;
- Individual and small group tutorial activities related to the application of unit content and preparation for assessment items; and
- Authentic assessment tasks for applying your scholarly knowledge of the unit content in real-world scenarios.
Feedback on Learning and Assessment
In this unit, formative and summative feedback will be provided as follows:
- Feedback from your peers and your tutor on formative tasks leading to summative assessment items;
- Written, timely and constructive feedback from your tutor on your assessment items; and
- Formative self-assessment through online quizzes with automated feedback.
Assessment
Overview
There are two assessment tasks in this unit:
1. Professional Development resource - you will explain your understanding of policy and legislation in a professional development resource for educators.
2. Portfolio - you will analyse frameworks and theories, and apply evidence-based strategies and adjustments to inclusive environments in your portfolio. In your portfolio you will also demonstrate your ability to communicate professionally about disability and inclusive education.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Development Resource
You will create a professional development resource that can be used in schools to inform educators of theory, frameworks, legislation and policy related to inclusive education. The resource will also explain how these can be applied in the classroom with a focus on students with disability.
The resource will be presented as a short video. It will need to engage the audience and include professional and respectful communication of disability and inclusive education.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Portfolio
You will undertake a range of activities across the unit and present some of these as portfolio tasks.
Portfolio tasks will enable you to demonstrate your understanding of ways to include diverse students, with a focus on disability.
The activities will include:
- considering development and characteristics (physical, social and intellectual) of students in planning
- identifying potential barriers to achieve successful outcomes for diverse students
- applying evidence-based universal design and differentiated teaching practice
- implementing (i) supplementary, (ii) substantial or (iii) extensive adjustments
- consulting with students
- collaborating with parents/carers and relevant professionals in effective, sensitive and confidential ways, and
- drawing on relevant theory, frameworks and relevant policy and legislation relating to inclusive education
You will be expected to communicate professionally and respectfully about disability and inclusive education.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Graham, L.J., (Ed). (2023). Inclusive education for the 21st century: Theory, policy and practice (2nd ed.). Routledge.
Recommended text(s)
Ashman, A. (Ed.). (2019). Education for inclusion and diversity (6th ed.). Pearson.
Other
QUT Reading List as advised.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Portfolio - Understand how students learn
Relates to: Professional Development Resource, Portfolio - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Professional Development Resource, Portfolio - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Professional Development Resource, Portfolio - Strategies to support full participation of students with disability
Relates to: Professional Development Resource, Portfolio
3 Professional Practice: Plan for and implement effective teaching and learning
- Use teaching strategies
Relates to: Professional Development Resource, Portfolio - Engage parents/carers in the educative process
Relates to: Professional Development Resource, Portfolio
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Professional Development Resource, Portfolio - Maintain student safety
Relates to: Professional Development Resource, Portfolio
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Portfolio
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Portfolio - Comply with legislative, administrative and organisational requirements
Relates to: Professional Development Resource, Portfolio - Engage with the parents/carers
Relates to: Portfolio - Engage with professional teaching networks and broader communities
Relates to: Portfolio
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED59 Bachelor of Education (Secondary)
- Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
Relates to: ULO1, Professional Development Resource, Portfolio - Scholarly: Consider the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Professional Development Resource, Portfolio - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Portfolio - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO4, Portfolio - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Professional Development Resource, Portfolio - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Professional Development Resource, Portfolio
Unit Outline: Semester 2 2024, Kelvin Grove, Internal
| Unit code: | EUB213 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCB005 |
| Coordinator: | Glenys Mann | glenys.mann@qut.edu.au |
Overview
This unit will cover the fundamental concepts underpinning inclusive education and your obligations under national legislation with emphasis on evidence-based universal strategies for use in inclusive classrooms. This unit focuses on why, when and how to make adjustments for diverse students including those with complex learning profiles (disabilities), in partnership with parents/carers and in collaboration with teacher aides and external professionals. The unit aims to build your pedagogical agility and ethical practice for creating safe and supportive inclusive learning environments for all students. It will enhance your responsiveness to the learning strengths, rights and requirements of diverse students and your knowledge of quality differentiated teaching practice and adjustments for teaching diverse students in inclusive classrooms.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain policy and educators' legal obligations for implementing inclusive practices for diverse learners including students with disability.
- Discuss and analyse fundamental concepts and theoretical perspectives underpinning inclusive education for diverse learners with a focus on students with disability.
- Apply and reflect on evidence-based universal strategies and adjustments to include diverse learners in supportive, caring, inclusive, and positive learning environments.
- Plan ways to collaborate effectively with parents/carers and professional networks, with a focus on those who have children with disability.
- Communicate professionally, ethically and respectfully about disability and inclusive education.
Content
In this unit, you will learn about:
- the evolution of inclusive education;
- the fundamental concepts underpinning inclusive culture, policy and practice in education settings;
- educators' obligations under international and national legislation and policy for inclusion;
- development and characteristics of learners with disabilities and/or gifts and talents and how these may affect learning;
- how to address the common barriers to the engagement and participation of diverse learners, including those with complex learning profiles;
- quality differentiated teaching practices to facilitate curriculum access and the specific learning needs of students across the full range of abilities;
- supplementary, substantial and extensive adjustments to teach students with complex learning profiles; and
- a broad range of strategies for involving parents/carers in the educative process in a sensitive, respectful and at times, confidential manner.
Learning Approaches
In this unit you will learn through engaging in the following:
- Recorded lectures;
- Weekly readings;
- Online activities including discussion forums;
- Recorded conversations with guest speakers including professionals from the field;
- Individual and small group tutorial activities related to the application of unit content and preparation for assessment items; and
- Authentic assessment tasks for applying your scholarly knowledge of the unit content in real-world scenarios.
Feedback on Learning and Assessment
In this unit, formative and summative feedback will be provided as follows:
- Feedback from your peers and your tutor on formative tasks leading to summative assessment items;
- Written, timely and constructive feedback from your tutor on your assessment items; and
- Formative self-assessment through online quizzes with automated feedback.
Assessment
Overview
There are two assessment tasks in this unit:
1. Professional Development resource - you will explain your understanding of policy and legislation in a professional development resource for educators.
2. Portfolio - you will analyse frameworks and theories, and apply evidence-based strategies and adjustments to inclusive environments in your portfolio. In your portfolio you will also demonstrate your ability to communicate professionally about disability and inclusive education.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Development Resource
You will create a professional development resource that can be used in schools to inform educators of theory, frameworks, legislation and policy related to inclusive education. The resource will also explain how these can be applied in the classroom with a focus on students with disability.
The resource will be presented as a short video. It will need to engage the audience and include professional and respectful communication of disability and inclusive education.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Portfolio
You will undertake a range of activities across the unit and present some of these as portfolio tasks.
Portfolio tasks will enable you to demonstrate your understanding of ways to include diverse students, with a focus on disability.
The activities will include:
- considering development and characteristics (physical, social and intellectual) of students in planning
- identifying potential barriers to achieve successful outcomes for diverse students
- applying evidence-based universal design and differentiated teaching practice
- implementing (i) supplementary, (ii) substantial or (iii) extensive adjustments
- consulting with students
- collaborating with parents/carers and relevant professionals in effective, sensitive and confidential ways, and
- drawing on relevant theory, frameworks and relevant policy and legislation relating to inclusive education
You will be expected to communicate professionally and respectfully about disability and inclusive education.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Graham, L.J., (Ed). (2023). Inclusive education for the 21st century: Theory, policy and practice (2nd ed.). Routledge.
Recommended text(s)
Ashman, A. (Ed.). (2019). Education for inclusion and diversity (6th ed.). Pearson.
Other
QUT Reading List as advised.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Portfolio - Understand how students learn
Relates to: Professional Development Resource, Portfolio - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Professional Development Resource, Portfolio - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Professional Development Resource, Portfolio - Strategies to support full participation of students with disability
Relates to: Professional Development Resource, Portfolio
3 Professional Practice: Plan for and implement effective teaching and learning
- Use teaching strategies
Relates to: Professional Development Resource, Portfolio - Engage parents/carers in the educative process
Relates to: Professional Development Resource, Portfolio
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Professional Development Resource, Portfolio - Maintain student safety
Relates to: Professional Development Resource, Portfolio
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Portfolio
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Portfolio - Comply with legislative, administrative and organisational requirements
Relates to: Professional Development Resource, Portfolio - Engage with the parents/carers
Relates to: Portfolio - Engage with professional teaching networks and broader communities
Relates to: Portfolio
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED59 Bachelor of Education (Secondary)
- Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
Relates to: ULO1, Professional Development Resource, Portfolio - Scholarly: Consider the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Professional Development Resource, Portfolio - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Portfolio - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO4, Portfolio - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Professional Development Resource, Portfolio - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Professional Development Resource, Portfolio
Unit Outline: Semester 2 2024, Online
| Unit code: | EUB213 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCB005 |
Overview
This unit will cover the fundamental concepts underpinning inclusive education and your obligations under national legislation with emphasis on evidence-based universal strategies for use in inclusive classrooms. This unit focuses on why, when and how to make adjustments for diverse students including those with complex learning profiles (disabilities), in partnership with parents/carers and in collaboration with teacher aides and external professionals. The unit aims to build your pedagogical agility and ethical practice for creating safe and supportive inclusive learning environments for all students. It will enhance your responsiveness to the learning strengths, rights and requirements of diverse students and your knowledge of quality differentiated teaching practice and adjustments for teaching diverse students in inclusive classrooms.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain policy and educators' legal obligations for implementing inclusive practices for diverse learners including students with disability.
- Discuss and analyse fundamental concepts and theoretical perspectives underpinning inclusive education for diverse learners with a focus on students with disability.
- Apply and reflect on evidence-based universal strategies and adjustments to include diverse learners in supportive, caring, inclusive, and positive learning environments.
- Plan ways to collaborate effectively with parents/carers and professional networks, with a focus on those who have children with disability.
- Communicate professionally, ethically and respectfully about disability and inclusive education.
Content
In this unit, you will learn about:
- the evolution of inclusive education;
- the fundamental concepts underpinning inclusive culture, policy and practice in education settings;
- educators' obligations under international and national legislation and policy for inclusion;
- development and characteristics of learners with disabilities and/or gifts and talents and how these may affect learning;
- how to address the common barriers to the engagement and participation of diverse learners, including those with complex learning profiles;
- quality differentiated teaching practices to facilitate curriculum access and the specific learning needs of students across the full range of abilities;
- supplementary, substantial and extensive adjustments to teach students with complex learning profiles; and
- a broad range of strategies for involving parents/carers in the educative process in a sensitive, respectful and at times, confidential manner.
Learning Approaches
In this unit you will learn through engaging in the following:
- Recorded lectures;
- Weekly readings;
- Online activities including discussion forums;
- Recorded conversations with guest speakers including professionals from the field;
- Individual and small group tutorial activities related to the application of unit content and preparation for assessment items; and
- Authentic assessment tasks for applying your scholarly knowledge of the unit content in real-world scenarios.
Feedback on Learning and Assessment
In this unit, formative and summative feedback will be provided as follows:
- Feedback from your peers and your tutor on formative tasks leading to summative assessment items;
- Written, timely and constructive feedback from your tutor on your assessment items; and
- Formative self-assessment through online quizzes with automated feedback.
Assessment
Overview
There are two assessment tasks in this unit:
1. Professional Development resource - you will explain your understanding of policy and legislation in a professional development resource for educators.
2. Portfolio - you will analyse frameworks and theories, and apply evidence-based strategies and adjustments to inclusive environments in your portfolio. In your portfolio you will also demonstrate your ability to communicate professionally about disability and inclusive education.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Development Resource
You will create a professional development resource that can be used in schools to inform educators of theory, frameworks, legislation and policy related to inclusive education. The resource will also explain how these can be applied in the classroom with a focus on students with disability.
The resource will be presented as a short video. It will need to engage the audience and include professional and respectful communication of disability and inclusive education.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Portfolio
You will undertake a range of activities across the unit and present some of these as portfolio tasks.
Portfolio tasks will enable you to demonstrate your understanding of ways to include diverse students, with a focus on disability.
The activities will include:
- considering development and characteristics (physical, social and intellectual) of students in planning
- identifying potential barriers to achieve successful outcomes for diverse students
- applying evidence-based universal design and differentiated teaching practice
- implementing (i) supplementary, (ii) substantial or (iii) extensive adjustments
- consulting with students
- collaborating with parents/carers and relevant professionals in effective, sensitive and confidential ways, and
- drawing on relevant theory, frameworks and relevant policy and legislation relating to inclusive education
You will be expected to communicate professionally and respectfully about disability and inclusive education.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Graham, L.J., (Ed). (2023). Inclusive education for the 21st century: Theory, policy and practice (2nd ed.). Routledge.
Recommended text(s)
Ashman, A. (Ed.). (2019). Education for inclusion and diversity (6th ed.). Pearson.
Other
QUT Reading List as advised.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Portfolio - Understand how students learn
Relates to: Professional Development Resource, Portfolio - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Professional Development Resource, Portfolio - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Professional Development Resource, Portfolio - Strategies to support full participation of students with disability
Relates to: Professional Development Resource, Portfolio
3 Professional Practice: Plan for and implement effective teaching and learning
- Use teaching strategies
Relates to: Professional Development Resource, Portfolio - Engage parents/carers in the educative process
Relates to: Professional Development Resource, Portfolio
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Professional Development Resource, Portfolio - Maintain student safety
Relates to: Professional Development Resource, Portfolio
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Portfolio
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Portfolio - Comply with legislative, administrative and organisational requirements
Relates to: Professional Development Resource, Portfolio - Engage with the parents/carers
Relates to: Portfolio - Engage with professional teaching networks and broader communities
Relates to: Portfolio
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED59 Bachelor of Education (Secondary)
- Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
Relates to: ULO1, Professional Development Resource, Portfolio - Scholarly: Consider the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Professional Development Resource, Portfolio - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Portfolio - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO4, Portfolio - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Professional Development Resource, Portfolio - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Professional Development Resource, Portfolio